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Deron Durflinger

The Five Dimensions of Learning-Agile Leaders - Forbes - 0 views

www.forbes.com/...ions-of-learning-agile-leaders

cpchat leadership learning flipping classroom transformation Competency-Based pd professional development student centered competency based

shared by Deron Durflinger on 10 Apr 13 - No Cached
  • At the same time, we need to have the confidence to make decisions on the spot, even in the absence of compelling, complete data.  The qualities needed at the top—openness, authentic listening, adaptability—also indicate that leaders need to be comfortable with and able to embrace the “grayness” that comes from other people’s ideas or situations that arise.
  • Learning Agility is a reliable indicator of leadership potential because learning agile people “excel at absorbing information from their experience and then extrapolating from those to navigate unfamiliar situations.
  • In short, Learning Agility is the ability to learn, adapt, and apply ourselves in constantly morphing conditions.
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  • Problem Solvers; Thought Leaders; Trailblazers; Champions; Pillars; Diplomats; and Energizers. The researchers wrote: “People who are learning agile: Seek out experiences to learn from; enjoy complex problems and challenges associated with new experiences because they have an interest in making sense of them; perform better because they incorporate new skills into their repertoire. A person who is learning agile has more lessons, more tools, and more solutions to draw on when faced with new business challenges.” (Hallenbeck, Swisher, and Orr, July 2011)
  • Mental Agility
  • People Agility
  • Change Agility
  • Results Agility:
  • Self-Awareness
  • The world of leadership belongs to the most learning agile
  • To succeed in our volatile, complex, ambiguous world, we have no choice but to master our ability to adapt and learn.
S J R

NuSkool- uses pop culture to enhance learning - 1 views

www.nuskool.com

gamification LessonPlans gbl math science LanguageArts LangArts scichat sschat maths multimedia music sports video VideoGames GameBasedLearning EXCELLENT history tools resources #edchat

shared by S J R on 14 Jan 13 - No Cached
  • S J R on 14 Jan 13
     
    Gr6-12 "If students could develop their school's curriculum this is what it would look like. Find lessons that teach core academic subjects through popular culture including Math, Science, English, History and many more!"
Deron Durflinger

What Americans Keep Ignoring About Finland's School Success - Anu Partanen - National -... - 0 views

www.theatlantic.com/...250564

finland Education edreform reform transformation van meter vanmeter jason glass learning

shared by Deron Durflinger on 30 Dec 11 - No Cached
  • Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher.
  • There's no word for accountability in Finnish,"
  • "Accountability is something that is left when responsibility has been subtracted."
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  • what matters is that in Finland all teachers and administrators are given prestige, decent pay, and a lot of responsibility.
  • If a teacher is bad, it is the principal's responsibility to notice and deal with it.
  • And while Americans love to talk about competition, Sahlberg points out that nothing makes Finns more uncomfortable
  • There are no lists of best schools or teachers in Finland. The main driver of education policy is not competition between teachers and between schools, but cooperation.
  • school choice is noticeably not a priority, nor is engaging the private sector at all.
  • In Finland parents can also choose. But the options are all the same."
  • It was equity
  • the main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.
  • schools should be healthy, safe environments for children. This starts with the basics. Finland offers all pupils free school meals, easy access to health care, psychological counseling, and individualized student guidance.
  • Educational policy, Abrams suggests, is probably more important to the success of a country's school system than the nation's size or ethnic makeup.
  • When Finnish policymakers decided to reform the country's education system in the 1970s, they did so because they realized that to be competitive, Finland couldn't rely on manufacturing or its scant natural resources and instead had to invest in a knowledge-based economy. 
  • is to preserve American competitiveness by doing the same thing. Finland's experience suggests that to win at that game, a country has to prepare not just some of its population well, but all of its population well, for the new economy. To possess some of the best schools in the world might still not be good enough if there are children being left behind
  • Finland's dream was that we want to have a good public education for every child regardless of where they go to school or what kind of families they come from, and many even in Finland said it couldn't be done."
  • Finland's experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.
  • The problem facing education in America isn't the ethnic diversity of the population but the economic inequality of society, and this is precisely the problem that Finnish education reform addressed. More equity at home might just be what America needs to be more competitive abroad.
Deron Durflinger

Education Week: What Is 'Excellence for All'? - 0 views

www.edweek.org/...19schneider.h29.html

van meter transformation reform education edchat

shared by Deron Durflinger on 26 Jan 10 - Cached
  • ids are different, for a variety of reasons, and ignoring those differences means failing to meet their real needs.
  • As one new study shows, responsibly recognizing those differences can drive achievement for all kids involved. Looking particularly at Massachusetts middle schools, most of which have abandoned the practice of tracking, the Brookings Institution’s Tom Loveless found something surprising. Schools that tracked students had significantly more math pupils performing at the “advanced” and “proficient” levels, and fewer students at the “needs improvement” and “failing” levels. And the opposite was true of schools that had “un-tracked.” In short, students did better when they were in classes tailored to their needs.
Deron Durflinger

Education Week: Measuring Teaching Effectiveness - 0 views

www.edweek.org/...19tyler.h29.html

evaluation education van meter

shared by Deron Durflinger on 26 Jan 10 - Cached
  • ects to identify valid indicators of excellent teaching. These projects are examining the technical quality of several existing assessment instruments, and piloting early versions of new tools, from classroom evaluation tools, to pedagogical content-knowledge tests, to surveys of student perceptions. The data gathered on these tools will be compared with evidence of student outcomes, and combinations of measures will be simulated to determine which “multiple measures” might work best.
  • ruments themselves or the means of collecting evidence. The quality must pervade how the measures are implemented, not just what measures are implemented.
  • ns that classroom observation will require a substantial effort to provide adequate training for those who will evaluate, rigorous requirements to show that evaluators are applying scoring criteria consistently, and monitoring or quality-checking of scorers to make sure those judgments stay on track over time and in different classrooms.
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  • The bottom line is that we must do the work needed to ensure that measures of effectiveness are fair, rigorous, valid, and defensible, and that they result in feedback that teachers can apply to their professional growth. We owe this to teachers, and we owe it to students. The issues are complex, but not unsolvable. This won’t take a decade, but will take two or three years.
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